LESSON PLAN Year Five Learning Objectives/National Curriculum Links PSHE: 3d, 3e, 3f English: En1 3a, 3b,

, 3c, 3d, 3e; En3 10, 11, 12 Science: Sc2 2g What you will need Take advice from local authority to write suitable scenarios for issues of peer pressure influence in trying drugs, solvents or alcohol for the first time Scenarios written on to worksheet and copy made for each group Scrap paper for additional notes if necessary Activities 1. Review the childrens understanding of peer pressure from their work in Year Four. Review any previous work on drug, solvent and alcohol abuse (5 mins) 2. Discuss the first scenario on the worksheet with the whole class: - What is wrong with this? - What are the risks? - What could happen? (5 mins) 3. Why might people go along with it? - Too embarrassed or scared to say anything - Want to stay popular with the group - Dont want to spoil the fun - Dont want to appear bossy (10 mins)

4. What could they do or say? - Thats dangerous I dont want to take a risk - I dont want to. Why dont we do instead? - Young children might see us and copy us - Stand up for yourself but be polite, rather than bossy, aggressive or rude (10 mins) 5. Ask the children to work in small groups to discuss the other scenarios on the worksheet. Write these questions on the board to guide their discussion. What is wrong with this? What are the risks? What could happen? Why might people go along with it? What could they do or say? Group members should take turns to make notes on their answers to these questions for each scenario (20 mins) 6. After about 20 minutes bring the class back together. Choose one scenario and ask for suggestions about how to deal with it from the different groups. Emphasise and reinforce safety issues and assertive responses (10 mins)

Additional Activities 1. Design a leaflet giving advice to children of a similar age faced with peer pressure to try drugs, solvents or alcohol.

Peer Pressure Scenarios

For each of the scenarios, discuss and make notes of the answers to these questions: What is wrong with this? What are the risks? What could happen? Why might people go along with it? What could they do or say?

LESSON PLAN Year Five Learning Objectives/National Curriculum Links PSHE: 3e, 3f English: En1 3a, 3b, 3c, 3d; En3 9a, 9b, 9c, 9d, 11, 12 Science: Sc3 2g What you will need Resources as listed, or alternative materials as available, should be provided by your local Fire Service Choice of Hunt the Hazard worksheet (available to order from www.rospa.com) and coloured markers for each pair Activities 1. Sample lesson plan for visit by fire fighter but bear in mind that your local fire brigade might have their own programme for school visits: 2. Initial brainstorm session with children how does fire come about? Fire fighters could ask the children what they think fire is and use their answers to conclude that three things are necessary for a fire to burn: Fuel Heat Oxygen If any element is taken away then the fire will go out. For example: Shutting the door of the room will take away the oxygen Hosing a fire with water will take away the heat Moving dry wood away from the path of a fire will take away the fuel (15 mins) 3. Fire fighters could follow up the initial discussion by asking the children what they think fire can do and what different parts of the fire there are. If available this would be a good opportunity to look at a video or pictures of a room being set on fire. Children should understand that if there had been a smoke alarm in this room it would have gone off after 30 seconds and people would have been able to leave the house safely (15 mins) 4. Ask the fire fighters to prepare a final activity to encourage the children to think about common causes of house fires (15 mins) 5. Ask the children to work in pairs and distribute a worksheet to each. They should work together to identify and mark any hazards they can see that might result in a fire. Children have already seen the kitchen picture in Year Two but this is still a useful exercise as they have a different focus for exploring the picture this time (10 mins) 6. Gather the children together and discuss the hazards they have found. What hazards did they find that could have resulted in a fire? How could this have been prevented? What would they do if they came across a similar hazard in their own homes? (5 mins) Additional Activities NB If funding does not allow the purchase of resources it should be possible to reproduce a hazard identification sheet yourself. Simply set up a number of rooms with several obvious hazards and take photographs

LESSON PLAN Year Five Learning Objectives/National Curriculum Links PSHE: 2b, 2d, 3e, 3f, 3g English: En1 3a, 3b, 3c, 3d; En3 9b, 9c, 11, 12

What you will need Enlarged version of Hunt the Hazard worksheets used in last session Copy of worksheet and coloured pencils for each child

Activities

1. Enlarged version of Hunt the Hazard worksheets used in last session on display to stimulate discussion. Brainstorm to discover extent of childrens knowledge of hazards in the home. Write up ideas and display where children can see as they are working (10 mins)

2. What rules could we write to keep us safe at home? Guide childrens discussion to agree on no more than 10 rules. Write the rules up for everyone to see (10 mins)

3. Ask the children to communicate the rules in poster format. They should be allowed to choose whether to focus on one rule and illustrate it, attempt to present all the rules in a colourful but simple text format, or choose an area of home safety on which to concentrate eg all those rules relating to the risk of fire (30 mins)

4. Bring the children back together and share the work they have produced. If school facilities allow, have individual posters laminated and ask the children to take them home, discuss them with everyone else who lives in their house and display them prominently (10 mins)

Additional Activities 1. The work produced in this session would also make a good basis for a class display or an assembly around the theme of home safety. 2. If children have chosen to illustrate rules individually these could be combined into a class safety booklet.

LESSON PLAN Year Five Learning Objectives/National Curriculum Links PSHE: 2d, 3e English: En1 3a, 3b, 3c, 3d; En3 9b, 9c, 10, 11, 12 What you will need Series of Hunt the Hazard worksheets (see previous Year Five lesson plans) and coloured markers for each pair Additional worksheet for each pair to record hazards found Paper and pen to write list of instructions

Activities 1. How many children have younger siblings / relatives / friends? Who has any responsibility for these younger children? What kind of responsibility? Anyone who looks after a younger child at home has a certain amount of responsibility for their safety and must take into account a different set of risks from those they might consider in ensuring their own well being (5 mins)

2. Brainstorm to consider particular risks to younger children in the home and write up on board (10 mins)

3. Ask the children to work in pairs and distribute a series of Hunt the Hazard worksheets to each. They should work together to identify and mark any hazards they can see in the pictures that might present a particular danger to younger children. Following this, they should use the risk assessment worksheet to compile a list of these hazards. Complete the title of the worksheet to read Risk Assessment for Younger Children (the title of the worksheet has been left incomplete so that it can also be used for the additional activities looking at hazards particular to older or disabled individuals) (20 mins)

4. In their original pairs, children could use the information compiled on the worksheet to write a set of instructions for childproofing your house. Suggest to them a particular audience eg prospective parents expecting their first child, hosts expecting young visitors for the weekend, guide for babysitters (25 mins)

Additional Activities 1. Use ICT publishing programme to develop instructions into leaflet format to be distributed to intended audience (where appropriate) 2. Carry out similar activities designed to assess particular risks for the elderly or disabled.

Risk Assessment for __________________________

Room

Hazard

Who is at risk?

Risk

What can be done to make it safer?